GeorGianpublication of george scho ol, newtow n, pennsy lvania
InsIde
December 2010
01perspectivesLearning Through Service: George School’s focus on service impacts the lives of students, faculty, and alumni
14a show of fr i ends Pam Grumbach’s portraits capture the warm, interconnected nature of the George School community
16
Vol. 82 No. 02
spread ing the seeds of international service Global Service Program shares wisdom with teachers and students from other schools
01 perspectives Learning Through Service
02 A Heart for Haiti
04 Serving the Community
07 Becoming Citizen-Scholars
11 eQuiz Highlights
16 features
16 Spreading the Seeds of International Service
18 “A Show of Friends” Brings GS Community to Life
Table of ConTenTs Vol. 82 | no. 02 | December 2010
GeorGian
PHoTos: Inside Front Cover: George School students paint an elementary school near Kumasi, Ghana. (Photo by Polly Lodge) Front Cover: A child from the Zhongba village lives with her family in a temporary shelter after the 2008 earthquake in China’s Sichuan Province. (Photo by Tony Gao ’10)
20 campus news & notes
24 alumni tell us
43 in memoriam
GeorGIAn | 1
Service has long been a core part of George School’s
educational mission. For generations, George
School students have developed lifelong habits
of giving back to their communities and helping
others, through experiences that begin with “shift”
in the dining room and move on to include other
on-campus service (co-op) responsibilities, local
community service, and both domestic and inter-
national service trips.
In 2008, George School’s more than sixty
years’ experience in leading international service
trips resulted in a prestigious educational Leader-
ship Grant from the edward e. Ford Foundation.
The grant enabled us to launch our now two-year-
old Global Service Program, through which George
School aims to enhance the scope and quality of
international service trips for secondary school
students by providing training programs for adult
leaders and hosting international service experi-
ences for students.
I am enormously proud of George School’s
long history of teaching students the value of
service. George School’s high school service cur-
riculum and the Global Service Program both
provide a combination of meaningful service
activity, instruction, and ref lection that is known
in the larger educational community as “service-
learning.” As Marian Wright edelman, founder
and president of the Children’s Defense Fund, has
said, “Service-learning, a teaching method for
integrating service projects into curriculum, offers
young people a powerful way to become informed,
engaged, and responsible members of society.
When we help students create high-quality service-
learning experiences, we provide them with
apprenticeships in the everyday demands, dilem-
mas, and decisions of democratic citizenship.”*
Marian Wright edelman’s words resonate well
with our new mission statement, which says that
George School seeks to develop “citizen-scholars,”
people who treasure learning for its own sake and
use it to benefit the world. on the following pages,
you will see how alumni and students are engaging
with the world as citizen-scholars through service.
I am confident that their work will make you as
proud as it does me.
* Marian Wright edelman, “Preface: Give and Grow Through
Service,” We Make the Road by Walking (national Service-
Learning Partnership, 2003): 2.
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Learning Through Service
HeaD of sCHool nanCy sTarmer discusses service expe-riences with Khadydra Hazzard ’12, Austen Popiel ’10, and Anna Samkavitz ’11. Nancy’s first George School service trip was to Cuba in 2000.
Perspectives eDiteD by Jul iaNa rosati
2 | GeorGIAn
December 2010
by KareN Doss bowmaN
When Sara Wolf ’99 traveled to Haiti after a mas-
sive earthquake hit the country on January 12,
2010, she only planned to stay for two weeks—long
enough to assist in recovery efforts. But once she got
there, Sara found that she couldn’t leave the thou-
sands of children who needed immediate aid and
compassion.
“As a teacher and as a George School graduate,
I realized I couldn’t turn my back on people in such
desperate need,” says Sara. “When I saw children
in these makeshift camps, where they were living
under tarps or tents that were already falling apart,
my heart just ached and I immediately wanted to
focus on them.”
The devastation and human tragedy Sara wit-
nessed were deplorable. over 1 million earthquake
survivors were living throughout Port au Prince,
the capital city, in camps with temporary housing
built out of tarps, tents, and crude lumber. People
had taken shelter in any open spaces they could
find. The children had suffered greatly; most had
lost either a parent or a sibling in the earthquake,
and they were highly vulnerable to abuse and
malnutrition.
realizing the urgent need for aid, Sara decided to
stay. She resigned from her job as a history teacher
at a Friends school in Philadelphia, Pennsylvania,
to commit to full-time relief efforts and joined
AMUrT-Haiti. AMUrT (Ananda Marga Universal
relief Team) is a not-for-profit organization that
provides international development, disaster
services, and community assistance throughout
the world.
In her role as a coordinator of education and
child protection, Sara helped develop a program of
lessons and activities for children living in “inter-
nally displaced people” camps throughout Port au
Prince. Around the city, the team set up six child-
friendly spaces, semi-permanent structures made of
metal sheeting and wood and decorated with chil-
dren’s artwork. The spaces are divided into six to ten
classrooms that accommodate twenty-five to thirty
children each.
“These provide the space and security to be
children and be normal in a very abnormal set-
ting,” explains Sara, who recently had the opportu-
nity to escort U.n. Secretary General Ban Ki-Moon
through one of the makeshift camps. “We use all
sorts of paints, sporting equipment, yoga mats,
pillows, puzzles, games, instruments, and books
to create a dynamic atmosphere.” Between February
and September, Sara reports, the child-friendly
spaces served a total of 4,000 children.
In the aftermath of any disaster, children often
aren’t able to return immediately to school or day-
care because of damage to buildings or transporta-
tion routes. Sometimes children have been so
traumatized, they don’t want to be separated from
their families. But their parents also are stressed
and suffering from the devastating effects of disas-
ter, and may not be able to help their children cope.
At the child-friendly spaces created by Sara’s
team, parents and children learn stress-relief tech-
niques together, such as self-expression through
the arts, silent meditation, breathing exercises, and
yoga. Children participate in a structured program
that includes opportunities to learn through play;
take dance, music, and art lessons; and receive
nutritious meals. In addition, community mem-
bers are trained to be monitors who help administer
children’s programming.
A Heart for HaitiPerspectives
GeorGIAn | 3
perspecti V es
“The process wasn’t about foreigners coming into
a camp and starting something,” explains Sara,
who graduated from Haverford College with a his-
tory degree and received a master’s in urban educa-
tion from Harvard University. “We’re working with
Haitian partners and talking to communities. We
are asking for their thoughts and working side-by-
side with them.”
Sara has been inspired by the resilience she has
observed in the Haitians she works with and serves.
“My spirits would have been so down after this type
of destruction, but they responded with creativity,
resourcefulness, and sense of community,” she says.
raised in the Quaker tradition, Sara says her
faith has motivated her commitment to service.
“I just feel we’re all connected,” says Sara, a mem-
ber of newtown Friends Meeting in newtown,
Pennsylvania. “It’s not just someone else’s problem;
it’s my problem too.”
While her faith provided the foundation for
her service ethic, it was at George School that Sara
gained the confidence and awareness to partici-
pate in service projects. During her years at George
School, she traveled on school-sponsored service
trips to Israel and the Palestinian Territories, India,
and Vietnam, and worked with children in schools
or orphanages. Faculty members such as science
teacher Polly Lodge encouraged her to make service
a priority in her life.
“The service projects at George School were so
meaningful to me,” Sara says. “They taught me how
to get to know a culture through side-by-side coop-
eration. It was almost diplomacy through service.”
Sara now engages in that side-by-side cooper-
ation in Haiti not only through the child-friendly
spaces, but also through four new programs that
she has started with her team. To respond to the
post-emergency needs of children, teenagers, and
mothers, Sara is running five kindergartens, six
after-school enrichment centers, five youth lead-
ership training centers, and five women’s support
centers. “The total number of beneficiaries that we
are serving will become 5,500 by the end of next
month,” Sara predicts.
In Haiti, as she partners with people in the
community and helps them develop sustainable
solutions to their problems, Sara says, she has
learned resourcefulness, f lexibility, and the impor-
tance of listening.
“It’s a huge gift to be invited in and trusted by
people of a different culture, to get to know them—
not just as colleagues or as beneficiaries of service—
but as real friends,” says Sara, who had visited Haiti
several times during 2009 as part of a team conduct-
ing training for teachers at various Port au Prince
schools.
Sara has also learned that she thrives in unfa-
miliar and unpredictable settings. Living and working
in Haiti has required her to learn to communicate in
Creole, the country’s predominant language. Her
own living conditions are far from the comfort she
was accustomed to in the United States; in Haiti, she
lives in a tent on the rooftop of an old school.
“I’ve learned a saying, ‘Let my boundaries be
porous,’” Sara says. “As we live every day, we tend to
get rigid, and our box gets smaller and the walls get
thicker. But this experience has really made me flex-
ible, and I’ve tried to push my boundaries and learn
from the Haitans. They’ve given me so much more
than I could possibly dream of giving them.”
sara Wolf ’99 esCorTeD U.n. seCreTary General ban Ki-moon through one of the makeshift camps in Haiti and shared her team’s experience with programs designed to help children, teenagers, and mothers.
4 | GeorGIAn
December 2010
elihu (eli) Miles ’95 understands the difference a
caring role model can make in a young person’s life.
Growing up in new York City, eli went to the Boys’
Club of new York Jefferson Park Clubhouse every
afternoon. The man who ran the educational pro-
gram, known to the boys as “Griffin,” opened eli’s
eyes to a world of opportunity, even taking him on
a college tour when he was just nine years old. eli
recalls spending time every day in the man’s office,
soaking in his stories about his journey to college.
“I remember thinking how I wanted that expe-
rience,” says eli, a graduate of oberlin College who
recently earned an MBA from the Tuck School of
Business at Dartmouth College. “It was because of
Griffin’s encouragement and interest in me that it
came to pass.”
An academic scholarship earned through the
Boys’ Club program gave eli the chance to study at
independent, college-preparatory schools during
his junior and senior high years, including George
School, where he learned even more about the value
of service.
“At George School, I learned that commu-
nities thrive and everyone benefits when service
becomes a core value,” says eli, now a senior con-
sultant with strategy and technology consulting
firm Booz Allen Hamilton. As a George School stu-
dent, eli participated in a domestic service trip to
Homestead, Florida. He and his classmates worked
alongside local residents to help rebuild their homes
in the aftermath of Hurricane Andrew. “I learned
the most important thing about service is having
the willingness to help and a genuine desire to give
without receiving anything for it,” eli says.
Since graduating from George School, he has par-
ticipated in a service project every year. Wanting to
repay the kindness shown to him during his youth,
eli is now drawn to service opportunities that allow
him to engage with adolescents and teenagers.
A former mentor with Big Brothers Big Sisters in
Massachusetts, he established a mentoring program
while a student at oberlin and has been a volunteer
for the International Youth Leadership Institute.
“I’m a firm believer that we all have a role
to play,” says eli. “I choose to give time because I
believe it’s a way for me to directly make an impact
and to give, based on the fact that I was a recipient
of a lot of mentoring and tutelage as a young kid.
It’s a way for me to be personally invested and give
back to my community.”
For decades, George School students have
participated in service projects, from tutoring local
school children or organizing a clothing drive to
traveling overseas to help repair schools and health
clinics. Like eli, many have developed a personal
ethic of service they carry into their adult lives.
Betsy Day Darlington ’56 has contributed
to saving thousands of acres of land and pre-
serving plant and wildlife habitat in the Finger
Lakes region of new York, as a full-time volun-
teer for twenty years with Finger Lakes Land Trust.
recently retired, she is now a part-time volunteer
for the land trust. She has done a little of everything
towards the organization’s goals, such as negotiat-
ing conservation easements, editing and writing for
the quarterly newsletter, recruiting and supervising
volunteers, and overseeing the stewardship of the
protected lands.
Perspectives
Serving the Community
eliHU (eli) miles ’95 is drawn to service opportunities that allow him to engage with adolescents and teenagers.
by KareN Doss bowmaN
GeorGIAn | 5
perspecti V es
“In the process of working out the details of the
conservation easements, you get to know the land,
and you meet wonderful people who care deeply
about their land,” says Betsy. “These places, aside
from their intrinsic value, have a human value.
My own feeling is that a healthy environment is a
basic human right.”
While participating in service gives volunteers
an opportunity to help others, it also helps them to
hone personal and professional skills, such as lead-
ership abilities and interpersonal communication.
Betsy, for example, says she has learned a practical
life lesson of accepting disappointment after spend-
ing months or years trying preserve a piece of land
only to have the deal fall through.
“That’s part of any job—you don’t always
succeed,” Betsy says. “But when you do succeed, it’s
very fulfilling.”
As a George School student, Betsy cleaned
and painted inner-city Philadelphia homes as
a participant in many weekend service projects.
Also during those years, she participated in an
American Friends Service Committee summer
service trip to the Lummi Indian reservation in
Washington state.
“All schools should have service opportunities
or requirements, and this was perhaps the most
important way in which George School was a cut
above many other places,” says Betsy, who holds
a bachelor’s degree in anthropology and sociol-
ogy, along with an LPn, from the University of
Minnesota. A violinist for a local, professional
chamber orchestra and former chair of Ithaca’s
Conservation Advisory Council, Betsy has also
taught natural science as a volunteer in an Ithaca
elementary school since 1971.
Service can be an important part of a volun-
teer’s religious faith. nat Case ’83 of Minneapolis,
Minnesota, a member of Twin Cities Friends
Meeting, has volunteered since 2001 with Prisoner
Visitation and Support (PVS), a nationwide, inter-
faith visitation program for federal and military
prisoners. PVS was inspired by the Quaker tradi-
tion of caring for prisoners and is headquartered
at Friends Center in Philadelphia, Pennsylvania.
nat travels once a month to visit four to five
prisoners at the Federal Correctional Institution
in Sandstone, Minnesota, over an hour’s drive
from his home. Prisoners tend to be society’s
forgotten people, he explains, and the program
offers the opportunity for them to reconnect
with, and receive encouragement from, the world
around them.
nat is uncomfortable using the term “service”
to describe his volunteer work. Instead, he thinks
this kind of work is simply a responsibility—just
beTsy Day DarlinGTon ’56, naT Case ’83, anD roberT Ganz ’69 share their lessons from their lifelong commitments to service.
“ We’re not here just to look after ourselves, we’re here to look out for the world,” Robert explains. “We are so blessed, and there is a real obligation to share those blessings with other people.”
6 | GeorGIAn
December 2010
a normal part of life, like working or eating or
breathing. For nat, doing his on-campus service
(co-op) jobs as a George School student helped to
reinforce the idea that some things are everyone’s
responsibility.
“It’s important to recognize and work with a
group larger than one’s self and one’s family,” says
nat, a Carleton College graduate and a cartogra-
pher for Hedberg Maps. “To me, it’s just a part of
being human. Some of our work is about feeding
ourselves, some is about our family, and some is
about a wider network of humanity.”
For attorney robert Ganz ’69 of Albany,
new York, service-learning experiences at George
School—particularly a summer work camp in
Tanzania, where he worked alongside African
students to build their school—reinforced the val-
ues he learned from his Jewish faith. He points to
a concept in Jewish teaching known as “Tikkun
olam,” which means “repairing the world.”
“Working side-by-side with African students
to help build a facility for their school gave me
an enormous amount of satisfaction and feeling
that we were living the values that George School
taught, not just talking about them,” says robert,
who earned his bachelor’s degree at the University
of rochester and his JD at Catholic University of
America.
These days, robert estimates that he spends
twenty to thirty hours each month in commu-
nity service for organizations such as the northeast
Association for the Blind, the Guilderland Public
Library, and his synagogue, ohav Shalom in
Albany, new York. He has made efforts to instill
the value of service in the culture of his law firm,
Ganz Wolkenbreit and Siegfeld. When the firm
celebrated its twentieth anniversary two years ago,
for example, the staff and sixty clients spent a day
staffing the Capital region Food Bank in Albany,
new York. They donated nearly $25,000 to the food
bank and contributed about two hundred work-
hours for the day.
“We’re not here just to look after ourselves,
we’re here to look out for the world,” robert
explains. “We are so blessed, and there is a real
obligation to share those blessings with other
people.”
Alumni Profile: Johanna Schneider ’08
How have you pursued an interest in ser-vice since graduating from George School?I am a junior at George Washington University in Washington DC and I volunteer as much as I can with a local animal shelter and the vol-unteer club, Circle K. Service brings me joy in a way that nothing else can. I love connecting with new people and am particularly interested in the homeless populations of DC. I try to sup-port them in any way possible.
How have your George School service experiences influenced you?George School is what opened my eyes to the gift of service. I went on a service trip to India, which showed me that the poorest people are also often the happiest. The Indian children’s openness and willingness to love us strangers touched my heart deeply. That trip set me on a path to my college major, international rela-tions, which I hope to use to make a positive difference in the world through humanitarian work with the government or an nGo.
What advice would you offer to current George School students about their service requirement?In the end, it does not matter where you do it. You can get the same wonderful feeling any-where. Cross-cultural experiences are amaz-ing, but so is being with George School students whom you may not have been close to before and sharing a situation where your willing- ness to serve is put to good use and you can feel helpful.
GeorGIAn | 7
perspecti V es
Perspectives
by aNDrea lehmaN
Service is not an extracurricular activity at George
School. It is an integral part of the curriculum and
the school’s mission statement to help students
become “citizen-scholars, cheerfully committed
to openness in the pursuit of truth, to service and
peace, and to the faithful stewardship of the earth.”
George School students don’t just “do” service and
check it off. They engage in it, ref lect on it, and
carry it forward.
George School’s service record is long. “Social
service” activities first appeared in the school
catalog in 1937, the first “work camp” traveled to
postwar Germany in 1949, and a formal service
requirement debuted in 1985. Today George School
service is multipronged, mirroring the broader cur-
ricular goal of building student understanding in
layers. Though not called “community service”
here, it does encompass service to a community
whose definition grows along with students.
new students’ first taste of service is to their
most local community—the school itself. Co-op
jobs from dishwasher to organic gardener under-
score everyone’s contribution to the successful
operation of the school. The community broad-
ens as students find their consciousness and con-
sciences awakened to those in need. on their own
time, many students feel inspired to organize blood
drives and fundraisers, and join or start clubs for
causes dear to their hearts.
Students engage further with the outside world
through the culminating service experience in their
junior or senior year. Students must perform at least
sixty-five hours of service in one project that—and
here’s where George School differs from most other
schools—includes one-on-one interaction with
members of an underserved community, such as the
disadvantaged or disabled, or victims of violence,
poverty, or injustice.
Doing clerical work for a not-for-profit orga-
nization or picking up trash along the road isn’t
enough. The aim is not simply for students to do
good so they can feel good. As religion teacher and
service trip leader Carolyn Lyday says, it’s critical
that students “get out of their comfort zones to
find that common humanity” or as dance teacher
and service trip leader Barb Kibler puts it, “get
out of themselves in order to learn more about
themselves.”
Students can pursue culminating experiences
through school-sponsored domestic or interna-
tional service trips, school-sponsored local projects,
or independent projects they have devised them-
selves. The options reflect students’ varied interests
and offer different lessons and benefits. Beforehand,
students write essays outlining why they want to
pursue particular service. During projects, they
keep journals noting lessons learned and opinions
altered. Afterwards, many service trip participants
present their reflections at all-school assemblies.
“Students give very thoughtful presentations that
Becoming Citizen-Scholars
in THe mississiPPi DelTa, George School students worked with Habitat for Humanity to build affordable houses along side those who lack adequate shelter.
8 | GeorGIAn
December 2010
show how the experience has moved them,” says
language teacher and Service Project Coordinator
Debbie DiMicco.
Students can pursue local service through
the school’s longstanding partnership with Woods
Services, a facility for people with developmental
disabilities. once a week, George School students
spend time with Woods residents with Prader-Willi
syndrome. They talk, play games, uncover similari-
ties, and make friends.
Sarah rainey ’11 did her culminating service
experience at Woods Services. “I formed a bond
with a guy named Mark. He was intent on learning
algebra, so each week we’d do algebra together and
talk,” Sarah recalls.
With their long time frames, local projects
allow relationships and transformations to develop.
“I’m really glad I did it,” says Sarah. “It was a real
friendship. We shared common ground.”
George School recently began another local
partnership with The Miracle League, an organi-
zation that helps to provide opportunities for
individuals with mental and physical disabilities
to participate in organized sports.
About a quarter of students pursue inde-
pendent service. Some design projects to follow
a passion; others want to serve near home. An
animal-lover brought her rabbit for pet-therapy
sessions with nursing home residents. A Princeton-
area resident, after witnessing the poverty in nearby
Trenton during service, became interested in
urban planning.
Independent projects can be creative, the skills
gained from implementing them significant, and
the reflections about them profound. “I find that
many journal entries are very heartwarming,” says
Independent Service Coordinator Bev Trautwein.
“If the journals make me cry, then the student got
the point.”
other students opt for George School service
trips, formerly called “work camps.” each year,
students head off during their spring and summer
vacations to respond to natural disasters, help in
schools, construct or renovate buildings, and work
in soup kitchens and homeless shelters. Many trips
emanate from the leadings of faculty members,
and a handful have developed into long relation-
ships. For the 2010-11 year, George School is offer-
ing trips to Arizona, Costa rica, France, Ghana,
Louisiana, Mississippi, nicaragua, Washington DC,
and Vietnam.
Trip leaders and participants agree that each
trip reveals something meaningful and different.
“Domestic trips teach us about our own country
and its diversity of cultures, races, and socioeco-
nomic levels,” says Science Department head and
trip leader Polly Lodge. “International trips force
kids to reexamine their assumptions—where their
food and water come from, how to communicate
with other people.”
During a trip to Ghana in March, Polly’s
students painted and provided classroom help in
a Ghanaian school, but they also watched and lis-
tened. “Sometimes just our presence can be a ser-
vice. The students in the school were thrilled to
in CosTa riCa, students helped local families with environmental stewardship
projects. in GHana, students helped teachers at Christ Foundation Academy,
an elementary school for disadvantaged children.
GeorGIAn | 9
perspecti V es
have these big American high school kids as teach-
ers. We were able to do some physical touch-ups to
their school, and we were able to share some love.”
Homestays can promote language and cul-
tural immersion as well as deep bonds to local fam-
ilies. It’s not unusual for students visiting France,
nicaragua, and Arizona, three longtime service
trips with homestay components, to keep in touch
with host families or others they meet. A George
School graduate even returned to study storytelling
among the navajo of Kayenta, Arizona, where she
had done service years before.
Vladi Highland ’11, a participant on the nineteenth
trip to Barrio riguero, nicaragua, echoes a com-
mon sentiment: that students get as much as they
give. At La nicaraguita, George School’s sister
school, he says, “The little kids greeted us with huge
smiles every morning. We developed friendships
with the older students and still exchange with
them on Facebook. There’s so much unrest in the
world. To go and do something as simple as offering
care and compassion… as much as it touched us,
I think it touched them, too.”
Devon Beverly ’11 painted houses in new
orleans with fellow students. one home’s owner,
Shirley, showed Devon her anniversary photos,
since her wedding album had been lost in Katrina.
After the painting was done and the X’s that had
marked the house since the hurricane were gone,
Shirley thanked students with hugs. “You get to
know people,” Devon says, “and you appreciate
what you have—small things like your memories
in photos and big things like having a place to come
home to at night.”
The impact of two- to three-week projects
can seem small. As science teacher and trip leader
Steven Fletcher says, “We’re not there long enough
to make a long-lasting change for the people we’re
serving, but the students themselves are often
changed and continue to do service after the
project is over.”
Carolyn Lyday sees many long-term benefits
of service for adolescents: “Hope is born out of
direct personal experience. I want George School
students to know that they can, in concert with
others, address need, suffering, and injustice.
By seeing up-close the history, the politics, the
economics, and the statistics they study in the
classroom and read about in the paper, students
expand their worldview. And they see that service
is part of a well-lived, contributing life.”
in niCaraGUa, students worked as teachers’ assistants at George
School’s sister school in Barrio Riguero. in VieTnam, students vol-
unteered at the Children’s Fund near Hanoi. in arizona, students
help with building projects on a Navajo reservation.
George School students don’t just “do” service and check it off. They engage in it, reflect on it, and carry it forward.
10 | GeorGIAn
December 2010
At the foothills of Bwindi Impenetrable national Park located in southwestern Uganda, friends and classmates Kyle Conklin ’11 and Dylan Gleeson ’11 spent their summer helping the Batwa people build homes and learn about computers.
How did you choose to do this particular project?Kyle: My parents work for the U.S. embassy in Kampala, Uganda. I asked if they knew of any opportu-nities for service around our home. Dylan and I chose building houses for the Batwa. We didn’t know any-thing about the Batwa beforehand.
What did the project involve?Dylan: The Batwa are a tribe who have been displaced from their homes in the Impenetrable Forest of Uganda in an effort to conserve gorillas in the forest. The Batwa Development Program helps them build new homes right outside the forest and find new ways to support themselves, farming primarily. We went to their village for two weeks and helped build a house and a half. The whole community comes out to build a house, which is made of mud, reeds, and the local wood—sort of like f lexible bamboo. It’s a real simple thing to build, and as long as you maintain it, it lasts for many years. except for the foreman, the Batwa we were working with didn’t speak english, so there was a lot of pointing and laugh-ing at us when we didn’t know what to do. We had some fun times.
How did you prepare for the project?Dylan: Before we left, we had to raise $700 to pay for the materials to build one house. The George School community helped us raise over $300. Then Caitlin Brimmer ’10, who won the Julius B. Laramore Service Award*, heard about our project and donated another $750 from her award money. We ended up raising enough for a house and a half.
How do you feel about your experience?Dylan: We were so moved by the experience and so happy to help with the house construction. The loca-tion—right at the foot of the forest—is pretty amazing. When we worked, we’d have to walk through the for-est to gather building supplies and often we saw gorillas. We also worked with local Batwa high school students, teaching them basic computer skills. Many have diffi-cult childhoods and many grow up in orphanages. Kyle: It was very fulfilling. I’ve lived overseas my whole life, so I know what life is like in remote villages. They were so grateful for what we did and really happy to have us working with them. At the end the Batwa per-formed a dance ceremony for us.
* Each year this award recognizes two George School students who are “quiet givers,” extolling them to use the funds in a way that will directly benefit the school, or up to half on their personal service projects or enrichment experiences.
Helping the Batwa
GeorGIAn | 11
perspecti V es
eQuiz Highlights
The December eQuiz asked alumni to share their
service experiences at George School and beyond.
Some of the responses are highlighted here. We
were pleased to see that, 90.4 percent of those
who responded said that service has played a role
in their life after George School and 83.7 percent
said that their George School service experience
influenced their lives. Thank you to the 146 alumni
who participated.
Skills and Lessons Learned in Service
1951 | Elinor Murray Despalatovic
I was a member of the workcamp in Dorlar,
Germany. It helped me understand the effects
of war, the fragility of civilization, and the ability
of young people to listen to each other and talk
frankly when in a safe and loving community.
1969 | Anne Heimlich
I travelled with GS faculty and students to Tanzania
to participate in several service projects. I was
amazed at the amount of information these
students knew about my country while I remained
so ignorant of theirs. I have so many ideas of
what I’ve taken into the rest of my life from that
experience, but the one that really stands out is
my love of travel with a purpose: to connect with
people through work or some sort of project that
we do together. It is not enough to be a tourist,
looking at cultural artifacts and standing apart
from the culture. I need to try and make the
connections between myself and the local people
and I find these connections to be strongest
through connected work.
1974 | David Curtis Rutstein
I went on my own to Bogota, Colombia to work
with the Gamines (homeless street children),
gain their trust, and steer them into shelters and
schools set up for this purpose. I learned that a
single person, acting alone, can be very effective
in serving others.
1979 | Tod N. Rutstein
I appreciated the need for all members of the
community to contribute to the maintenance of
the facilities, grounds, etc. of the campus. even
seemingly small acts of service play a significant
role in human development. True service is not
about recognition or personal advancement, but
about engaging in the betterment of the world.
1981 | Stephen D. Kulla
I traveled to Mexico in March of 1981. Although
I enjoyed the student exchange experience in
Mexico City, the portion of the trip that still
resonates the most is the time spent living in and
“teaching” english in the small, desolate and poor
village of Santorum. It was wonderful to see how
these unprivileged youth formed a cohesive unit
and seemed to love life, despite their complete lack
of all of the “luxuries” we were accustomed to,
enjoyed, and demanded.
1997 | Susanna Calvin Thomas Bennett
Treat those you encounter with the utmost dignity
and respect. remember, although you may be
providing a needed service to them, you are there
to learn from them, not to “help” them. If your
own prejudices and fears do come up, don’t be
afraid to recognize them, learn what is useful from
them, and then set them aside.
2002 | Carol Pak-Teng
Service trips can be an eye-opening experience.
You gain a new perspective on your own life. When
we are pushed out of our comfort zones is when
we really see where our own values lie. It is a great
opportunity for ref lection and exploration.
2003 | Katheryne T. Kramer
It’s easier to look outside, to starving children in
Africa or to homeless on the street and recognize
those needs than it is to see needs in a peer or a
classmate. It is a testament to George School that its
students learn to see those needs in their neighbors
and friends.
Perspectives
12 | GeorGIAn
December 2010
Memories of George School Service
1942 | Roger Ernst
I spent time rebuilding homes for poor families in
Philadelphia. That experience helped me recom-
mend a program for the university in Addis Ababa
which set up a year-long national service for
students to work in rural areas between their junior
and senior years. A huge success.
1947 | Carroll H. Bessey
I spent six weeks in Hidalgo Mexico in the village
of Ixmiquilpan working to dig a fifty-four foot
well in an otomi Indian village. It helped give me
a better understanding of other peoples who speak
different languages and live in a totally different
society.
1957 | Jonathan F. Esty
I helped construct a barn during the 1956 summer
workcamp in Woffenbuttel, Germany. I learned
that we could collaborate constructively on a
project with students whose parents and relatives
were at war with us just eleven years earlier and do
it with great fun and camaraderie.
1957 | Julian Bond
While at George School I participated in a weekend
workcamp in Philadelphia, helping an elderly black
woman paint her small apartment. one Sunday we
went to police court, watching those souls arrested
the night before, mostly transvestite prostitutes.
A real eye opener for me.
1962 | Thomas Duncan Nichols
The late Vince eareckson ’62 and I worked with
biology teacher William Craighead ’44 ffac
banding birds for the U.S. Fish and Wildlife Service.
This influenced my volunteer work with endan-
gered birds in Dominica, St. Vincent, and St. Lucia.
1966 | Suzanne V. H. Sauter
I was one of the students who went to Philadelphia
State Hospital (Byberry) every week. We played
games, sang songs, set tables, and tried to teach
patients basic social skills so that they could return
to the community.
How have you pursued an interest in service since graduating from George School?After university, I was a Peace Corps volunteer, which led me to medical school, and to my current position serv-ing the undocumented Latina community as an ob/Gyn at a federally funded community health center in northern Virginia. I also volunteer for Medical Care International, a nonprofit organization founded by my sister, Jessica ’87 who is also a physician. The organization coordinates volunteer medical missions to needy communities. one mission is at the Drepung Loseling Monastery in southern India, where we treat Indian villagers and Tibetan monks, nuns, and refugees.
Where do you feel you got your appreciation for service?The idea of service came from my parents and their values, but attending George School enabled me to be in a community where this was a core value, too. George School really fostered the idea of community—both local and global—and taught me that I could be a steward in the world. How have your George School service experiences influenced you?My service project was letter writing on behalf of politi-cal prisoners for Amnesty International. George School started what has become a lifetime of wanting to serve and find a way to make service a part of my life in a concrete, meaningful manner.
What advice would you offer to current George School students about their service requirement? embrace it. There are so many wonderful ways you can help others that are as simple as reading to another per-son, helping someone who cannot read or write fill out an application, or taking a wheelchair-bound individual out into the sun. no task is too small. Sometimes the simpler the better.
Alumni Profile: Jennifer Kasirsky ’84
Jessica ’87, Jennifer ’84, Gilbert, and Elaine Kasirsky
GeorGIAn | 13
perspecti V es
1988 | Jeffrey K. Mann
I spent three weeks working full-time for a local
homeless shelter during my junior year. That
experience opened my eyes to a world around me I
had not previously perceived, as well as challenged
the stereotype of what a homeless person is.
1991 | David I. Levy
I went to Pipestem, West Virginia to help rebuild
houses and to tutor local kids in reading and math.
I remember helping one child in math. At one point
she exclaimed that she understood the concept and
demonstrated that she did. That made me feel very
good and the experience stuck with me. I loved
knowing that I made a difference in her life.
1999 | John D. Fort
Traveling to India was a great way to open my eyes
to the possibilities for getting to know people who
are different from myself. There can be a lot to
share in spite of differences.
2000 | M. Bryan Warf
I worked at a home for children who had genetic
diseases caused by Agent orange. It was a transfor-
mative experience for me. I gained an appreciation
of how serving one’s community not only enriches
your community, but yourself.
2002 | Michael J. Gretz
For an independent service project, I organized an
open art class with Project HoMe in Philadelphia
for individuals trying to make a fresh start
post-homelessness. Service is about helping others
in need. The experience can be an incredible
life-long memory.
2006 | Danielle R. Glick
We spent 2 1/2 weeks in nicaragua, helping at the
local school. I have to say the most important thing
I learned was the importance of family and friends
and community, because the nicaraguans are
relatively poor (and I stayed with a comparatively
well-off family) but they are so happy and so well
connected with each other. In retrospect, this was
one of the best and truly unique parts of my GS
education and I cannot thank the school enough
for exposing me to the importance of service.
How have you pursued an interest in service since graduating from George School?I have been working as a volunteer english teacher with an indigenous community in the Amazon rainforest in ecuador. The community is developing ecotourism as a sustainable alternative to petroleum exploration and other extractive, exploitive industries that threaten their forest and way of life.
What service did you perform while at George School, and what did you learn from the experience? I did an independent service project with the Abuse and rape Crisis Center in Towanda, Pennsylvania, as an abuse and rape crisis counselor. The experience was very reward-ing and opened my eyes to some very cruel realities. From it I learned to value my upbringing in a healthy family environment. I also learned about having an open heart and a desire to change the world in small ways every day.
How have your George School service experiences influenced you?At George School you experience service in ways big and small, from washing dishes to building houses, from see-ing poverty locally in soup kitchens to finding it interna-tionally in slums around the globe. GS teaches its students not simply to observe injustices, but to have a hand in improving quality of life and to look at the world’s prob-lems critically with an eye towards change.
What advice would you offer to current George School students about their service requirement? Go into your experience with no expectations, but with a willingness to work your hardest wherever you are needed, and an open mind with which to learn as much as you can. Service is not simply the act of giving someone something. It is empowering. Know that you will learn just as much as you teach, that you will receive as well as give.
Alumni Profile: Lily Hollister ’06
14 | GeorGIAn
December 2010
Alumni Profile: Benjamin Walmer ’94
How have you pursued an interest in service since graduating from George School?Since starting my own firm, service has been an impor-tant component of our business model. In the fall of 2009, I traveled to nigeria with engineering Ministries International as lead architect on a design team devel-oping the master plan for a sustainable fish farm and school. We are currently completing the construction documents, and the client is getting ready to begin
construction. My firm is also developing multiple social enterprise concepts including urban agricultural/edu-cational installations and related partnerships. Serving others has provided some of the most important creative opportunities of my career.
What service did you perform while at George School, and what did you learn from the experience?I took part in a service project in Gettysburg, Pennsyl-vania, where I worked with a local homeless shelter and with a program renovating home exteriors in poor neigh-borhoods. The experience helped me understand the process of organizing and implementing service, and it also reinforced the importance of integrating a spirit of service in all that we do.
What advice would you offer to current George School students about their service requirement? Be creative about it. Search for opportunities to serve that are aligned with your interests and abilities. This will result both in greater personal growth and in a greater impact on those being served.
Co-op Experiences
1951 | Sarah (Sally) R. Robinson Harris
I liked the feeling that I was a participant in
running the school that I loved. I most remember
filling the milk pitcher from behind the window in
the dining room. I guess I liked the socializing that
this allowed too.
1954 | Franklin (Lin) H. Pennell Jr.
raking leaves, splitting wood, assembling and
removing temporary lunch tables and chairs for day
students, pulling shoots off potatoes in the cellar,
clerking at the school store. I learned to admire
those who pitched in and did their share, or more
than their share.
1967 | Joan L. Caldwell
I swept the stairs in a classroom building one year.
My favorite thing about that was finding some
apparently cast off russian books. I later majored
in russian in college. I also worked in the dining
room. When I think back on it, I mainly think
about how the public school where I work now
could use a system like that.
1975 | Margaret Thomas Redmon
I cleaned classrooms and worked the switchboard.
I also learned to be polite and helpful to people who
were angry or upset in some way.
1980 | Philip A. Hayden
Co-op work taught me the value of a strong work
ethic, management skills, and responsibility.
1986 | Kirby W. Rosenbulth
I was one of the ony juniors to work shift in
the kitchen. Amazingly, I actually had a pretty
good time.
1991 | Charla A. McKinzie Bishop
I worked in the dining room for three years before
becoming a prefect. We can all pitch-in together
and even have fun while doing it. I met some of my
best friends in high school working in the dining
room. I can still set a great table.
1998 | Cori L. Stott
As a new student my sophomore year, I was
assigned “slop.” What a terrible, yet wonderful job.
When I graduated from slop I always secretly
missed it. I left co-op much cleaner and fresher but
it was never as fun as slop.
2005 | Lacey R. Maurer
My shift work prepared me for the job I had in
college—working in a student-run restaurant.
I also loved my work as a tour guide. I loved
George School and I was very happy to explain to
families why the school was a great place and why
it was special.
GeorGIAn | 15
Fr i Day, may 13
10:00 a.m. All-School Assembly
11:30 a.m. Lunch
1:00 p.m. Master Class
Afternoon Student Athletic
Contests
5:00 p.m. Volunteer &
Leadership Donor
reception
(invitation only)
Evening All-Community
Square Dance
(sponsored by students)
saturDay, may 14
8:00 a.m. Alumni/Faculty
Breakfast
9:00 a.m. Memorial Meeting
for Worship
10:00 a.m. Alumni Workshops
and Seminars
Tennis round robin
11:00 a.m. All-Alumni Gathering
12:00 p.m. Lunch
1:30 p.m. reunion Photos
2:00 p.m. Alumni/Student
Contests
3:30 p.m. Post-Game BBQ
Evening off-Campus reunion
Class events
suNDay, may 15
Morning 5K Walk/run
(sponsored by students)
10:45 a.m. Meeting for Worship
12:00 p.m. Brunch
Afternoon All-Community Fair
(sponsored by students)
Note: We are in the planning stage for Alumni Weekend 2011 and these events and times may change between now and May 13, 2011. Please visit our website at www.georgeschool.org/alumni for the most recent schedule.
a New looK at alumNi weeKeNDCome one, come all! Students, alumni, and staff are busy making plans for a community-
wide celebration for Alumni Weekend, May 13, 14, and 15, 2011. Stay tuned for more details
as we begin to firm up our plans.
Features
16 | GeorGIAn
December 2010
Spreading the Seeds of International Service
by aNDrea lehmaN
With age comes wisdom. In the case of George
School’s sixty-three years of running international
service projects, the school’s collective wisdom is
considerable—from educational insight that fosters
life-changing experiences to the logistical know-
how that facilitates a smooth-running trip. So in
2009, aided by an educational Leadership Grant
from the edward e. Ford Foundation, George
School launched the Global Service Program to
share that wisdom with faculty from other schools
and expanded it last year to include students.
The program’s mission is to enhance the scope
and quality of international service opportunities
by training trip leaders from other schools and by
hosting international service learning experiences
for students. In the first two years of the program,
educators from thirty-two schools and students
from eight schools across the United States have
attended the program.
As Carolyn Lyday, religion teacher and Global
Service workshop leader, puts it, “If we really
believe that international service is transformative
both for our students and the world, why wouldn’t
we want to share it? It’s a tremendous thing to be
an agent for change, not only in our own students’
lives but for other institutions that share the vision
but don’t know yet how to put it to work.”
George School’s Global Service Program pro-
vides two special service-learning programs. First,
participants—both teachers and students—come
to campus for the Faculty and Student Institute, a
three-day workshop in late June. This is followed
by a two- to three-week International Service
Learning experience that puts theory into practice.
“My personal participation in the Global
Service Program in China during the summer of
2009 gave me a stronger understanding of and
preparation for creating service learning opportu-
nities for my own students,” explains Sara Boisvert,
director of global programs for The Pingry School
in new Jersey. “The information provided before
the trip, but more importantly, being a full partic-
ipant in the trip allowed me to experience service
learning firsthand.”
on-campus workshops are taught by faculty
experienced in leading international service trips.
Topics range from the history and culture of that
summer’s destinations to the nuts and bolts (devel-
oping budgets, staying safe, setting behavioral
expectations, and remaining f lexible in the face
of inevitable snafus). Students take part in most
workshops, especially those that provide context
for the upcoming trips.
When not in workshops, participants
engage in team-building activities and local ser-
vice with such organizations as Woods Services
in Langhorne, Pennsylvania, and Habitat for
Humanity in Trenton, new Jersey. Such activities
underscore that though the trips are international,
need is universal. Participating teachers, some of
whom come from day schools, get immediate expe-
rience supervising students by living alongside
them in George School dorms.
“The Global Service workshop was by far the
best I have attended in my fifteen years as an inde-
pendent school educator,” says rachel Gomez,
GeorGIAn | 17
Features
director of community service at Friends Seminary
in new York. “The workshop presenters offered
practical and invaluable advice based on their years
of experience leading both domestic and interna-
tional service trips.”
The trips themselves make workshop lessons
real, and teacher-participants gain practical expe-
rience by watching their leaders and seeing first-
hand how students react and interact. Teacher and
service trip veteran Steven Fletcher explains, “The
Global Service trips are a little different from our
regular trips with George School students. In addi-
tion to running the trip, my co-leader and I try to
explain to participants why we make a decision, so
they can observe the thought processes involved.”
Janey Cohen from Crane Country Day School
in California comments, “I don’t think I would
have been able to pull off a trip like this with stu-
dents without first experiencing it myself.”
In its first two years, the Global Service
Program sent trips to China and Cuba, destinations
that sprang from existing service connections with
George School community members.
The China trip was a result of students Tony
Gao ’10 and Isabella Zhang ’10 work in the sum-
mer of 2008 to help recovery efforts after the earth-
quake in the Sichuan Province in China. That fall,
moved by the needs of the Sichuanese as well as
by George School’s emphasis on service, Tony’s
father, Qi Gao, helped George School put together
a Global Service trip to Zhongba, a rural village in
the province.
“In China, service and the learning that comes
from it are not considered as important as they are
at George School,” Qi Gao says. To spread oppor-
tunities for service not just at George School but to
other schools, the Gaos have helped organize and
support the Global Service Program’s China trips.
“We hope that the program will keep growing,” he
adds, “and that it—and our role in it—will con-
tinue for the next ten or twenty years.”
The Cuba trip was the result of a George
School’s longstanding relationship with a Quaker
community in Holguin, Cuba.
William Chism, a senior at St. Andrew’s
episcopal School in Mississippi, participated in the
2010 trip to Cuba. He was particularly interested in
learning about Cuba’s political and social environ-
ment. For William, the workshops led by George
School history teacher Fran Bradley, who has trav-
eled to Cuba thirteen times, helped him to better
understand the realities of Cuban citizens’ lives.
For Myra Jacobs ’11, one of the George School stu-
dent participants in the 2010 trip to Cuba, the ben-
efits of the trip went beyond the service provided
to include befriending local community members
and recognizing both the differences and similari-
ties between them.
There was an added benefit of meeting teach-
ers and students from other schools, including
St. Andrew’s and new Jersey’s Moorestown Friends
School. In addition, conversations between trip
members proved useful not just for the trip in
progress, but for the trips to come from it.
“All the kids and adults got close and we really
connected,” says Myra. “Importantly, we all con-
tributed to making the program work. We’d meet
to talk about how the trip was going and how we
could improve it.”
over time, program destinations will change.
Director Pauline McKean is exploring other locales,
including a trip to the ecuadorian Amazon focusing
on environmental sustainability and an indigenous
cooperative. Ultimately she hopes the program will
support three trips annually and attract even more
teachers and their students.
The Global Service Program was an early
success. “I am thrilled that we were able to pull
together a program in one year that got such posi-
tive reviews from thirty-six educators from across
the United States,” Pauline says.
Pauline says that the best way to measure
the program’s continued success is the number
of new service programs participants start at their
schools. As more and more faculty and students
from other schools take advantage of the Global
Service Program, the seeds of international service
are likely to spread quickly and widely.
18 | GeorGIAn
December 2010
18 | GeorGIAn
December 2010
by Jul iaNa rosati
A circle of warm and familiar faces greeted George
School students as they entered Walton Center
on their way to assemblies and performing arts
classes this fall. The faces appeared in portraits
of twenty-eight George School community mem-
bers comprising “A Show of Friends,” an exhibition
of artwork by painting and drawing teacher Pam
Grumbach. The exhibit was organized in honor of
Pam’s upcoming retirement from George School at
the end of this school year.
“Since I have been a member of the George
School community for over thirty years, I decided
to do a series of portraits of those still on campus
who also shared my early years here,” says Pam,
who serves as head of the school’s Arts Department
in addition to teaching. “I then broadened my
scope to include more of the adult members of the
community.”
The portrait subjects include George School
faculty and staff from various departments, along
with two recent graduates who were advisees of
Pam’s. Many of the individuals—such as Science
Department Head Polly Lodge and food service
staff member Katie Lumpkin—wear warm, wel-
coming expressions on their faces. others are more
pensive—history teacher Fran Bradley appears to
be reading papers, while english teacher and coach
John Gleeson seems to be watching his team on an
athletics field. Some individuals hold objects that
are relevant to their work—Terry Tuttle, college
guidance assistant, has a large college guide book
in her arms, while ceramics teacher Judy Bartella
holds forth some of her signature creations,
ceramic “critters.”
“While working, I was often drawn into mus-
ings about the individual,” says Pam. “I thought
about the gifts of each person that I painted, and
of the impact they have had on me and on this
community.”
Head of School nancy Starmer says, “The
exhibit is a fitting tribute to Pam’s invaluable pres-
ence at George School for more than three decades.
Her portraits capture the warm and interconnected
nature of the George School community. The por-
traits also illustrate Pam’s generosity of spirit—
though the exhibit was planned to honor her, Pam
took it as an opportunity to honor her colleagues.”
Pam took photographs of many colleagues in
the spring of this year, and rendered portraits from
the photographs during the summer. The result
was twenty-three completed portraits done in oil
on canvas, charcoal on toned paper, watercolor,
pastel on paper, oil grisaille, and oil on paper. An
additional fifteen unfinished portrait sketches in
charcoal, watercolor, and graphite were also on dis-
play as an instructional tool so that students could
gain insight into Pam’s creative process.
For Pam, whose artwork has usually focused
on landscapes, “A Show of Friends” marks a new
direction. “I chose to do a body of work that would
force me to attempt something new and to test my
artistic f lexibility,” says Pam. rising to this chal-
lenge has benefited her, Pam reports. “I feel that
I am on the brink of a new freedom and direc-
tion in my work,” she says. At the same time, Pam
wishes that time constraints had not limited the
number of coworkers she could depict. “There are
still many colleagues that I want to capture on
canvas,” she says.
“A Show of Friends” was one of eight exhi-
bitions planned by the George School Arts
Department during the 2010-11 year. The Arts
Department offers twenty-eight arts courses
in ten different visual and performing arts forms,
with Advanced Placement and International
Baccalaureate course options.
“A Show of Friends” Brings GS Community to Life
Pam GrUmbaCH helps her painting and drawing students learn to create works that ref lect their own individual voices in art.
br
uC
e w
ell
er
GeorGIAn | 19
Features
Pam GrUmbaCH’s PainTinGs of members of the George School community include Carolyn Lyday, Carter Sio ’76, Fran Bradley, Laura Kinnel, Katie Lumpkin, Pippa Porter Rex, Ralph Lelii, Polly Lodge, and Chéri Mellor.
suBmit a class note1. Fill out the form at http://alumni.georgeschool.org2. or send it by email to: [email protected]. or mail to:
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visit tHe alumni weBsiteSee class homepages, update personal profiles, contact friends, check the event calendar, see photos, and moreat http://alumni.georgeschool.org.
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